Over 2013/14 a USC Exploratory Learning and Teaching Grant evaluated the impact of the flipped classroom (FC) on students’ engagement in learning in FC courses. This exploratory work responded to the absence of standardised measures and instruments at a course level to evaluate the FC on student engagement in learning by developing and piloting an evaluation framework. Learnings informed a successful USC Extension Learning and Teaching Grant to implement the FC evaluation framework across a broader range of disciplines (26 courses from eight disciplines) and to explore some curriculum design challenges identified in this formative work. Moving forward we are talking more now about integrative pedagogy, mapping the range of FC practice models among participating course coordinators (14 total), exploring strategies to strengthen pre-and in-class alignment, and better understanding how to accommodate different learning styles in the FC context. Curriculum questions we are attempting to answer include the following: • What FC practices are USC Course Coordinators using? • What impact do various FC practices have on students’ engagement in learning? • What strategies can be used to strengthen alignment between pre and inclass activities in the flipped environment? • How can the range of learning styles be catered for in the flipped environment? • How effective are the use of quizzes as formative assesmsent in the flipped environment (with a focus on pre-class activities) in enabling students to critically evalaute their own level of knowledge and understanding? This workshop will provide an opportunity for a conversation with others engaging in integrative learning and teaching practice about their experiences of these and other curriculum challenges.
2015 Learning & Teaching Week: Teaching Visions, Seeing New Teaching Ways, Sunshine Coast, Australia 14-18 September 2015